The International Journal of Mobile and Blended Learning (IJMBL) provides a forum for researchers in this field to share their knowledge and experience of combining e-learning and m-learning with other educational resources. Providing researchers, practitioners, and academicians with insight into a wide range of topics such as knowledge sharing, mobile games for learning, collaborative learning, and e-learning, this journal contains useful articles for those seeking to learn, analyze, improve, and apply technologies in mobile and blended learning. The journal spans theoretical, technical, and pedagogical issues in mobile and blended learning. These embrace comprehensive or critical reviews of the current literature, relevant technologies and applications, and important contextual issues such as privacy, security, adaptivity, and resource constraints.
Comprehensive or critical reviews of the current literature
Evaluation of mobile or blended learning in practice
Future of mobile or blended learning
Learner interaction/collaborative learning
Mobile games for learning
Mobile or blended learning applications
Mobile or blended learning applied at different levels of education from pre-school to tertiary and beyond
Pedagogical and/or philosophical underpinnings of mobile or blended learning
Privacy and security issues
Related research in learning, including e-learning and pedagogical approaches
Resource constraints in the delivery of mobile or blended learning
Reviews of the application of mobile or blended learning in multiple contexts
Role of Wikis, blogs, podcasts, messaging, other online tools, and Web 2.0 components in learning delivery
Roles of mobile, pervasive, and immersive technologies in education
Technologies that directly or indirectly support mobile or blended learning systems (devices, networks, tools etc.)
Theoretical approaches to mobile or blended learning solutions
Use of mobile or blended learning in professional environments
The primary mission of the International Journal of Mobile and Blended Learning (IJMBL) is to provide comprehensive coverage and understanding of the role of innovative learning theory and practice in an increasingly mobile and pervasive technological environment. As technology enables a more seamless experience of device supported learning worlds that may integrate mobile, embedded, augmented, and immersive technologies, we may expect to see increasing interest and activity in blended approaches to learning. IJMBL brings together researchers at the forefront of this field, in both technology and pedagogical practice and assists them in the development and dissemination of new approaches to both mobile and blended learning.
The International Journal of Game-Based Learning (IJGBL) is devoted to the theoretical and empirical understanding of game-based learning. To achieve this aim, the journal publishes theoretical manuscripts, empirical studies, and literature reviews. The journal publishes this multidisciplinary research from fields that explore the cognitive and psychological aspects that underpin successful educational video games. The target audience of the journal is composed of professionals and researchers working in the fields of educational games development, e-learning, technology-enhanced education, multimedia, educational psychology, and information technology. IJGBL promotes an in-depth understanding of the multiple factors and challenges inherent to the design and integration of Game-Based Learning environments.
Adaptive games design for Game-Based Learning
Design of educational games for people with disabilities
Educational video games and learning management systems
Game design models and design patterns for Game-Based Learning
Instructional design for Game-Based Learning
Integration and deployment of video games in the classroom
Intelligent tutoring systems and Game-Based Learning
Learning by designing and developing video games
Learning styles, behaviors and personalities in educational video games
Mobile development and augmented reality for Game-Based Learning
Motivation, audio and emotions in educational video games
Role of instructors
Virtual worlds and Game-Based Learning
The mission of the International Journal of Game-Based Learning (IJGBL) is to promote knowledge pertinent to the design of Game-Based Learning environments, and to provide relevant theoretical frameworks and the latest empirical research findings in the field of Game-Based Learning. The main goals of IJGBL are to identify, explain, and improve the interaction between learning outcomes and motivation in video games, and to promote best practices for the integration of video games in instructional settings. The journal is multidisciplinary and addresses cognitive, psychological and emotional aspects of Game-Based Learning. It discusses innovative and cost-effective Game-Based Learning solutions. It also provides students, researchers, instructors, and policymakers with valuable information in Game-Based Learning, and increases their understanding of the process of designing, developing and deploying successful educational games. IJGBL also identifies future directions in this new educational medium.
A new, free virtual reality program allows users to explore just what happens as climate change kills off coral reefs. The Stanford Ocean Acidification Experience is a free science education tool that takes students to the bottom of the sea and then fast-forwards their experience to the end of this century, when, as scientists predict, many coral reefs are expected to corrode through ocean acidification. By putting the experience in VR, the collaborators say they are hoping to change people’s behavior in the real world.
The project came out of Stanford’s Virtual Human Interaction Lab, which created a related 360-degree video project that also examines the problem of global warming and its impact on the ocean’s life forms. But it’s the VR version that allows the viewer to deep-sea dive and collect samples off of the ocean floor.
The lab created the software in partnership with marine biologists Fiorenza Micheli from Stanford and Kristy Kroeker, formerly at Stanford and now at the University of California, Santa Cruz, as well as Roy Pea, a professor at Stanford’s Graduate School of Education. The development process took two years to recreate a virtual replica of an actual rocky reef around the Italian island of Ischia
A related video, “The Crystal Reef,” filmed in 360 degrees and developed as part of a master’s degree project by a lab member, premiered during the Tribeca Film Festival earlier this year. There, people could watch the film on VR headgear. “We had a line of dozens of people for 11 hours a day, six days straight,” said Bailenson, in a Stanford article about the project.
The VR project has also gone to Washington, where lawmakers and staffers tried it out during a Capitol Hill event organized by non-profit Ocean Conservancy.
1. For new research: using a state-of-the-art “haptic” floor of aeronautic metal that vibrates and moves to stimulate the physical world for research on how VR has the potential to change the way users feel and behave. There may also be implications for confronting racism, sexism, and aiding in empathy and humanitarian efforts, says Bailenson.
2. For coding and 3D design: According to Bob Nilsson, director of Vertical Solutions Marketing for Extreme Networking, the University of Maryland, College Park, now offers a class on virtual reality that gives students the opportunity to design their own interactive world, work with 3D audio and experiment with immersive technology through a combination of hands-on learning and case studies. Also, the University of Georgia is offering similar classes where students design and explore applications for VR. Conrad Tucker, an assistant professor of engineering at Pennsylvania State University, has received funding to build a virtual engineering lab where students hold, rotate, and fit together virtual parts as they would with their real hands.
3. For anatomy and dissection: Said one Extreme Networks survey respondent, “Our students have been developing a VR model of a cow’s anatomy for dissection and study. You have the ability to drill down to the circulatory system, brain, muscle, skeleton, etc. Our applied tech program is using VR in conjunction with Autocad for models of projects they design.”
4. For engagement: A whopping 68 percent of survey respondents said the major benefit of using VR in education is to excite students about the subject matter. 39 percent said it’s great for encouraging creativity.
Virtual reality may have its place, but until traditional education moves away from their 20th century teaching methodology and replaces it with educationally innovative, 21st century learning methodology, within a blended and flipped learning environment, virtual reality is currently, much ado about nothing.
Unless any new application is educationally innovative and directly and measurably contributes to effective, efficient, consistent, affordable, relevant advanced student success outcomes for ALL students, future innovations must wait for current innovations to be implemented.
This process of appriate choice and appropriate implemention must start at the top and be beta tested for measured student success before its rolled out system wide.
IP‐Please, design and development of an educational game on IT‐security
Peter Mozelius, Charlotte Lesley and Ola Olsson
Department of Computer and Systems Sciences, Stockholm University, Sweden
Game‐based learning is a research field with rich discussions on the use of games in educational contexts. Many of the educational games that exist today focus on subjects such
as Language learning, Mathematics and History, and fewer on subjects in Computer Science
and IT‐security. Dissemination of information about IT‐security is important in today’s digital
society not at least in the industry. As an example many firewalls today are misconfigured
leading to decreased security at the same time as it is hard to motivate students or employees to read long detailed and tedious PDF‐files with security information. Might
things like firewall configuration instead be learnt by an educational game and how to design
a learning game that could be used in university courses on IT‐security?
AAEEBL (The Association for Authentic, Experiential and Evidence-Based learning) starts the Baston Blog
Blockchain Credentialing: What Impact Will it Have?
Posted By Trent Batson Ph. D.
blockchain credentialing, big news since the MIT Media Lab offered an open source means of credentialing using blockchain technology (the technology behind bitcoin).
Blockchain credentialing makes verification of credentials much simpler and less time consuming, according to the articles I’ve collected below. Even IBM has entered the arena.
As with badges, we in the eportfolio world need to be aware of the trend toward blockchain credentialing. I’ve sorted through the links below so I could select those I thought would be most useful for you.